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The New Meaning Of Educational Change

This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and c...

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What is Technological Pedagogical Content Knowledge (TPACK)

International handbook of information technology in primary and secondary education

McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.

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Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be competent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Implications of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both determine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the development of TPACK in (student-)teachers. Future directions for research are discussed

Technological pedagogical content knowledge – a review of the literature

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this synthesis. The results were divided into two parts: (1) key themes explicitly related to the preparation of pre-service teachers (e.g., using teacher educators as role models, learning technology by design, scaffolding authentic technology experiences), and (2) conditions necessary at the institutional level (e.g., technology planning and leadership, co-operation within and between institutions, training staff). To present how these key themes related to each other, an overarching model was developed. By interpreting the results of the review, recommendations were discussed for pre-service teacher technology training and future research.

Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.

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Computational thinking in compulsory education: Towards an agenda for research and practice

Introduction In this article, we explore creativity alongside educational technology, for 21st century education Creativity has seen heightened discussion in fields such as psychology and education (Sternberg, 2000; Sweller, 2009), and in popular interest in broader culture as well Lewis (2008) noted that creativity is a coveted quality of thinking often an important aspect of innovation and change There has also been increasing educational research to support the importance of creativity in fields of thinking and learning (Henriksen & Mishra, 2015; Robinson, 2011; Williams, 2002) Much of the research on creativity has focused on individual creativity, or psychological, psychometric or personality approaches There has been comparatively little research on creativity in classrooms (DeSouza Fleith, 2000) The field of education must consider the applications and rationale of creative educational practice and policy, especially for 21st century, technology-rich contexts New technologies have altered teaching and learning rapidly, with innovations and affordances for creating and sharing ideas and content We must consider the development and impact of learning technology not in isolation, but rather alongside opportunities for creative education We begin by considering the global context for an emphasis on creativity, then describe the foundations for creativity in society and in education, alongside educational technology This emphasis on creativity and its curricular integration requires forethought and planning In drawing on a systems model for creativity in broader culture, we suggest that there are three threads of importance for creative education with technology: teacher education, assessment, and educational policy In this three-pronged approach, we describe how each has a role in building appropriate educational contexts to meet the needs of 21st century learners and teachers Context for change The rapid pace of new technology development has presented a challenge for classroom technology integration (Zhao, 2012) Creativity is deeply connected to issues of technology integration, so these issues of creativity and technology can be considered in tandem While new technologies and discoveries have been a constant through human history, digital technologies rapidly scale up the technological growth We have seen an incredible flowering of creativity and innovation fuelled by the capabilities of such technologies From Google to Facebook, from cloud computing to YouTube channels, digitality has altered how we live, work and connect with each other (Mishra & Henriksen, 2013) Technological change is driven by human creativity, and in turn provides new contexts and tools for creative output Given this reciprocal relationship between creativity and technology we suggest that teaching and learning must emphasize their connection (Henriksen, Hoelting, & The Deep-Play Research Group, 2016) It is important to explore the relationship between these constructs across varied, global educational contexts This is a challenge, because even as standalone issues, both have confounded attempts at common, effective educational approaches Yet a better understanding is vital Creative thinking is essential for 21st century success, as societal problems become more interdependent, global and complex Daniel Pink (2005) has stated that the skills that were important in the past (the popularly termed "left-brain" skills) are still important but not enough He suggests that "the 'right brain' qualities of inventiveness, empathy, joyfulness, and meaning--increasingly will determine who flourishes and who flounders (Pink, 2015, p 3)" While there has been increased interest around creativity in education, this has not always translated into practice Traditional "drill and kill" approaches or standards-based teaching have often squeezed creativity out of the curriculum or areas of policy and assessment (Giroux & Schmidt, 2004) …

Infusing creativity and technology in 21st century education: A systemic view for change

This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ professional reasoning and their technology use were investigated. Through video cases, 157 teachers demonstrated their technology use in practice and commented on the reasoning behind their actions. Results show that most technology use was intended to strengthen both pedagogy and subject matter, or else pedagogy alone. Reasons addressed making learning attractive for students, realizing educational goals and facilitating the learning process. The majority of teachers’ technology use in practice shows aspects of the knowledge transfer model of teaching. Most technology tools were used to support a learning activity; the use of technology was essential in only a few video cases. About half of the video cases showed alignment between reasoning and practice. The results contribute to better understanding of how teachers reason professionally about their technology use.

Petra Fisser

Papers

Technological pedagogical content knowledge – a review of the literature

Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

Computational thinking in compulsory education: Towards an agenda for research and practice

Infusing creativity and technology in 21st century education: A systemic view for change

Teachers’ professional reasoning about their pedagogical use of technology